In a series of fourteen chapters this book brings together current research findings on the involvement of word-internal structure for the purpose of word reading (especially morphological structure). Contributors include many leading experts in this research domain. The central theme of reading complex words is approached from several angles, such that the chapters span a wide variety of topics where this issue is important. The experiments reported in the book involve:

- different populations: children, expert readers, illiterates;
- different languages: Chinese, Dutch, English,...

In this distinguished collection the deeper cognitive aspects of writing systems are for the first time added to the perceptual and physiological dimensions and brought into a coherent whole. The result is a multifaceted understanding of alphabets and other scripts in which none of the major factors that shape those systems, and thus distinctively reveal attributes of the human mind, are slighted. The systems through which language is realized on the page are compared in nature and complexity with those through which language is realized as sound, and are seen in their true perspective. Long...

The role of orthography in reading and writing is not a new topic of inquiry. For example, in 1970 Venezky made a seminal contribution with The Structure of English Orthography in which he showed how both sequential redundancy (probable and permissible letter sequences) and rules of letter-sound correspondence contribute to orthographic structure. In 1980 Ehri introduced the concept of orthographic images, that is, the representation of written words in memory, and proposed that the image is created by an amalgamation of the word's orthographic and phonological properties. In 1981 Taylor...

The area of cognitive processing of Chinese and Japanese is currently attracting a great deal of attention by leading cognitive psychologists. They aim to find out the similarities and differences in processing the morphosyllabic Chinese and Japanese syllabary as compared with alphabetic language systems.
Topics under the processing of Chinese include: the use of phonological codes in visual identification of Chinese words, the constraint on such phonological activation, recognition of Chinese homophones, Chinese sentence comprehension and children's errors in writing Chinese...

From August 19-23 1996 an international expert meeting on problems and interventions in literacy development took place in Amsterdam. The meeting was organized by Pieter Reitsma (Paedologisch Instituut - Vrije Universiteit Amsterdam) and Ludo Verhoeven (University of Nijmegen), and funded by the Dutch National Science Foundation. Various experts in the field of literacy problems from 12 countries attended the meeting while presenting a paper based on current peESpectives and recent research. A selection of the papers being presented is now integrated into a single academic reference, after...

Dyslexia research has been proceeding by quantum leaps. Great advances have been made in the past few years, and while many unanswered questions remain, we nonetheless do know a great deal about the causes and nature of the condition, and how teachers should treat it. This book, by two of Europe's leading experts, gathers together a vast amount of recent international research on the causes and remediation of dyslexia, and presents a cognitive model of the normal reading process and a process-analytic diagnostic model. Much of this material appears in English for the first time.

Contributions by leading experts and others to understanding the crucial role of metacognition in relation to broad areas of education make this collection a uniquely stimulating book. It encompasses metacognition in both the neglected area of teaching and the more well-established area of learning. The twelve chapters contribute to our understanding of the construct of metacognition and to its role in both teaching and learning. It addresses domain-general and domain-specific aspects of metacognition, including applications to the particular subjects of reading, speaking, mathematics, and...

The impetus for the present volume was provided by a European conference held at St. Martens Latem (Belgium) in September 1994 and sponsered by the Directorate General XII (Science, Research and Development) of the European Commission. Preparation of the volume was also financially supported by the Direc torate General. The editor, the contributors and all the participants in the conference are grateful to the European Commission for the generous help received. vii CONTRIBUTORS Hennann ACKERMANN, Department of Neurology, University of Ttibingen, 3 Hoppe Seyler-StraBe, 72076 Tiibingen...

Even though I had been studying reading problems in children for a number of years as a means of understanding cognitive processes, I became deeply committed to the study of developmental dyslexia after my encounter with S. H., a dyslexic college student. Until then, dyslexia to me remained an interesting phenomenon but somewhat removed from the mainstream of my research interests. The facts that, in spite of his superior IQ, S. H. could read no better than a child in the fifth grade and misspelled even common words such as was and here, however, took me by surprise and made me appreciate the...

HOWARD P. SEGAL, FOR THE EDITORS In November 1979 the Humanities Department of the University of Michi gan's College of Engineering sponsored a symposium on ''Technology and Pessimism. " The symposium included scholars from a variety of fields and carefully balanced critics and defenders of modern technology, broadly defined. Although by this point it was hardly revolutionary to suggest that technology was no longer automatically equated with optimism and in turn with unceasing social advance, the idea of linking technology so explicitly with pessimism was bound to attract attention. Among...